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The White House has released a copy of the prepared remarks, and I'll refer to that (courtesy of Olivier Knox from AFP, the French News Agency).
And here he comes….looking dapper and yet excited.
He'll start the speech with a reminder of the Tucson tragedy, and use that to reemphasize the need to work across the partisan divide. Look for the standing ovation and a camera shot of the family that lost their daughter in the shooting. From there he'll pivot to the economy, and jobs, which will be the focus of this speech, and of the reelection campaign. The primary audience here is independents – those voters that the Democrats lost in the November midterm, and who are crucial if Obama is to win reelection.
Interesting seating arrangement tonight – if you haven't heard, there's been an effort by some to pair up with a member of the opposite party in the seating arrangements – again, a reaction to the Tucson shooting.
And, of course, instead of Nancy Pelosi chewing her mints, we get to see John The Tan Boehner behind the president. Let's see if he acknowledges the new Speaker. When George H. W. Bush was VP under Reagan, he and Tipper O'Neil used to go at it pretty well behind Reagan during these speeches.
Will John cry? Yes he will…
After the somber opening, look for Obama to make this an uplifting speech, focus on progress, the American spirit, etc. No malaise…Much of the speech will be designed to lay out a challenge to compete – compete globally, with China, India, etc., and emphasis the need to work together to meet this challenge .
After all, we just had an election (and we got our ass kicked!)
But where are the jobs?? We measure progress by….jobs!
Look for him to emphasize the U.S. competitive advantage: innovation, particularly in the "high tech" industry. He's going to compare this period to the post-Sputnik space race.
(Chris – I think using China/India as our competitors is a safe, nonpartisan approach – the enemy is overseas, not here!)
Facebook got some applause…
How often have we heard clean energy touted as the wave of the future, and how often have presidents laid out goals.
Education is a bipartisan issues – but Race to the top is not. Democrat-leaning teaching unions are not entirely on board with this program as yet. For the most part, however, he's stayed away from purely partisan issues. Note the Colorado reference – that's a state that has experimented with merit pay, something teacher unions have opposed. Beyond unions, however, education reform sells well.
(Sorry about the delay in posting your comments – the network was acting up.)
Ok, I'm on a new computer – not Middlebury issue, so it should be working.
What did I miss?
Never mind – he's making the case for health care.
(btw, high speed rail is a nonstarter – don't know how that slipped in).
The spending freeze is going nowhere either, since it pleases neither the Left nor the Right and, frankly, is mostly symbolic. Look for the Republicans to pounce on this in the rebuttal.
Is he going to going to propose raising taxes? No – he's throwing it back on the Deficit Commission.
He's ready to address social security – but again he's going to pass the buck. Appoint a bipartisan commission ….
simplifying the tax code – another perennial favorite. So far, no hard choices.
Next up: government waste! This is all pretty much pablum
Nothing here yet on foreign policy – look for that to come up next….
(When it was smoked, did he inhale? Yes, that's the point!)
Note his language on foreign policy – it is positively Bushesque "We will not relent, we will not waver, and we will defeat you"
Look for him to praise the START treaty, and to remain committed to keeping Iran and North Korea bottled up….otherwise, however, this is the Bush foreign policy extended….
Look for him to slip in, very carefully, a reference to allowing gays in the military – big applause line coming up when he says it….it's hidden in reference to diversity in the armed forces, and it's paired with a plea to reestablish ROTC on college campuses…
(I'm resting easier knowing he's visiting El Salvador!)
Chris – the soaring rhetoric comes at the close – he'll do the obligatory paean to what our country stands for, but you are right – this suffers from the laundry list aspect that always drags down the State of the Union….
In case you are wondering, the military are not allowed to applaud – that's not necessarily a reflection of their views toward gays in the military.
OK, he's finishing up. Another pitch for bipartisanship, and a reminder that it's allright to disagree.
Interesting pirouette here – he's going to bring in the Chilean mine rescue! Pulling out all the stops!
Here comes the water works!
And now on to Chile…..notice that they are always small business owners? This guy's is an oilman! Why don't we ever stand up and applaud Rockefeller and Standard Oil? Anyone see the irony of bashing the oil companies, yet praising the drilling company?
Do you know who buys their drilling equipment? big oil!
OK, roughly an hour long. Struck some broad themes. but no one yelled "You lie!" so the partisan rancor might have been muted by the seating arrangement. Time for the talking heads – thoughts?
Some early impressions: I think Chris was right – the middle part began dragging with the obligatory effort to touch on so many issues, but without really proposing hard choices. Big on theme, short on answers. This was Reaganesque in some ways – more a campaign election opening speech than a sober analysis of what was wrong and how to fix it. I can't be sure how much was foisted on him by his advisers – one of the big myths of these speeches is that the spring solely from the President's pen. He's under a lot of pressure to put in items pressed on the White House by other interests. (High speed rail, for instance).
Is the seating getting some attention? I think it wasn't the seating – it was the avoidance of red meat issues. The only controversial issues he mentioned were immigration and repealing health care. I think more of this was also the post-Tucson effect rather than the seating.
Don't go away – Michele Bachmann is coming up! Can you spell TEA PARTY! (Paul Ryan first – he's bland but darn smart).
A couple of things to remember about the State of the Union – on average, (and I've blogged about this before), they have almost no impact on a president's approval ratings. so don't look for this to be a turning point as so many have suggested.
Tarsi – you are right. Nothing he said was realistic in terms of laying down a roadmap for reducing the deficit. And health care is an easy call, because he has the veto. No risk there.
Ryan is on. Look for him to outdo Obama on the details of the budget, if not in the soaring rhetoric. It will be interesting to see just how detailed his deficit reduction plan is – and will it propose tax increases? No it will not.
Where do we begin? With the job-killing ..er..not killing – health care bill. what constitutes responsible budgeting – will he say? Nope. He just promises they will produce a budget – but where's the beef? He's no more inclined to lay out hard choices than Obama was – instead, it's all about principles.
Hmmmm….those Republican principles sound familiar…let's think….thinking…thinking….the Constitution! The Republicans believe in the Constitution! Otherwise, there's nothing here. Let's bring on Michele.
uh oh – Greece, Ireland….we're next! So, what does limited government mean? I guess it means not relying on Washington or Wall St. I guess that leaves Main St.
Tarsi – I agree. There's nothing here beyond platitudes. But that's probably to be expected. How's it playing with the talking heads?
Chris – merit pay for teachers at Middlebury? I can tell you I work for free, so yes – I'm all for merit pay!
David Plouffe is on NBC – he's coming back to the White House. Let's see how he spins the speech…
Tarsi – Usually the media are given a copy of the speech shortly beforehand, so this isn't that new. I think the White HOuse was going to add some bells and whistles to the presentation on the White House website – did anyone check it out? (I was busy trying to get my Middlebury College computer to stop overheating!)
Chris – I don't do it for the money. But I could use a new computer. I missed close to 20 minutes of blogging time just trying to find a loaner. this can't continue – it's time for you and other alumni to write the President and get me a new computer.
I don't get the cable here, (as you all know) – is Michele already on? I can't tell if NBC is going to cover her?
There seems to be some discussion regarding Obama's failure to address gun control – but the better question is why he didn't address mental health treatment in this country.
Ok, apparently Michele gave her response and I missed it. I'll have to check up on the internets. Meanwhile, I'll be on tomorrow, if I can, to assess the post-speech reaction.
(Thanks Chris for the Michele summary – sorry I missed it. She was just on NBC to knock down rumors that she was competing with Ryan.)
Goodnight all….


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subset: commoncrawl


text:
- SCREENINGS: Steve Reinke (Toronto/Chicago), 4 videos
- READING: Alessandro De Francesco (Brussels), poetry & translations from Remote Vision
- LECTURE: Christian Hite (Los Angeles), "Leaping Tall Buildings: on Warhol and Suicide"
- SCREENINGS: Sylvia Schedelbauer (Berlin), 3 films
- PERFORMANCE: Tania Chen + Jon Leidecker (San Francisco), sound & music
Event is free. Refreshments served.
Poetic Research Bureau
951 Chung King Rd
Chinatown, Los Angeles
* * *
Participant bios:
Alessandro De Francesco is a poet, artist and essayist and the founder of the Language Art Studio. Since 2008 Alessandro is an artist-in-residence at the European Graduate School. He has also been an artist-in-residence at the STEIM (Amsterdam, 2007 and 2009), at the Mulhouse Centre for Contemporary Art (2012) and at the BeHave international program in Luxembourg (2015-16). He founded and directed the poetry writing atelier at the École Normale Supérieure in Paris. Among his books: Lo spostamento degli oggetti (Verona: Cierre Grafica, 2008), Redéfinition (Paris: MIX., 2010), Ridefinizione (Rome: La Camera Verde, 2011), Augmented Writing (La Camera Verde, 2013 and 2015), Continuum. Writings on Poetry as Artistic Practice (The Hague / Tirana: Uitgeverij, 2015), Remote Vision (New York: Punctum Books, upcoming in 2016). Alessandro's artistic work is represented by Solang Production Paris-Brussels.
Christian Hite earned a Ph.D. from the University of Southern California and is a former Visiting Scholar in the Aesthetics and Politics Program at CalArts. In addition to translating works by Pierre Klossowski, his work has appeared in parrhesia , October, Postmodern Culture, and Textual Practice. He is currently the managing editor of KEEP IT DIRTY, VOL. A., "FILTH," an online, open-access journal published by Punctum Books.
Steve Reinke is an artist and writer best known for his single channel videos, which have been screened, exhibited and collected worldwide. He received his undergraduate education at the University of Guelph and York University, as well as a Master of Fine Arts from NSCAD University. The Hundred Videos — Mr. Reinke's work as a young artist — was completed in 1996, several years ahead of schedule. Since then he has completed many short single channel works and has had several solo exhibitions/screenings, in various venues such as the Museum of Modern Art (New York), the National Gallery of Canada (Ottawa), The Power Plant (Toronto), the Art Gallery of Ontario (Toronto), the International Film Festival Rotterdam and the Argos Festival (Brussels), Barcelona Museum of Contemporary Art, and the Tate (London).
Born in Tokyo, Sylvia Schedelbauer first moved to Berlin in 1993, where she has been based since. She studied at the University of Arts Berlin (with Katharina Sieverding). Her films negotiate the space between broader historical narratives and personal, psychological realms mainly through poetic manipulations of found and archival footage. "Born in Japan of a Japanese mother and a German father — both of whom severed ties to their postwar childhoods — Schedelbauer's videos are so eloquently and exquisitely constructed that it is easy to underestimate the passion and urgency that underlie them. Driven to conjure a past to replace the one her parents have denied or hidden from her, she has, through an ingenious use of found footage and the endless possibilities of montage, created a series of works that turn artifice into a means of investigation and a bridge to repair the rift between desire and knowledge." (Tony Pipolo, Artforum)
Tania Chen is a pianist, experimental musician, free improviser and sound artist, working with pianos, keyboards, found objects, toys and vintage and lo-fi electronics. She studied piano with John Tilbury during her Masters degree in Performance studies at Goldsmiths College, University of London. She has performed the music of John Cage, Earle Brown, Schoenberg, Webern, Satie, Scriabin, Andrew Poppy, Michael Parsons and Chris Newman in the UK, Europe, USA and Japan. She is equally known for her passion for free improvisation, performing alongside and collaborating with musicians that include Steve Beresford, John Edwards, Lol Coxhill, Alan Tomlinson, Roger Turner, John Butcher, Rhodri Davies and Terry Day.
Jon Leidecker (Wobbly) is a San Francisco–based musician/composer of experimental electronic music. He has released works on Tigerbeat6, Illegal Art, Alku, Phthalo, and others. He has been producing music since 1987 and ongoing studio and live projects involve collaborations with People Like Us, Thomas Dimuzio, Kevin Blechdom, Tim Perkis, Matmos and The Weatherman of Negativland. He is also a member of the Chopping Channel and Sagan.


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CCHIT head Alisa Ray, clearly, is trying to put it delicately. EMR vendors are "struggling a little bit" when it comes to meeting 2014 criteria. "It has been a slow start," Ray told Healthcare IT News.
Usually, hearing this would lead to an inside baseball discussion of vendor operations, which wouldn't be very exciting. But the thing is, meeting 2014 certification criteria is necessary to allow providers to meet Meaningful Use Stage 2. So vendor struggles in complying with CCHIT's criteria should concern providers a great deal.
There are three areas of Stage 2 that are proving to be an issue for vendors: clinical quality measures, interoperability and automated measure calculation for reporting metrics, Ray said.
This has led to a real lag in certifications. About 40 companies had listed products with the CCHIT in 2011, but a scant 21 percent of those have stepped up and gotten certified in the 2014 criteria.
According to Ray's chat with Healthcare IT News, "almost everyone has struggled and been surprised by the complexities" of meeting 2014 standards. Despite having gone through the process yearly since 2006 with CCHIT, several have had to go through repeated certification trials to meet criteria.
ICSA Labs' Amit Trivedi, meanwhile, noted that while there were close to 3,000 listings, with many having multiple listings — Cerner alone had 800 — so far there less than 300 on ONC's Certified Health IT Products list.
There are signs that EMR vendors will catch up, the HIT story suggests. For example, vendors have been working particularly hard to offer Continuity of Care Documents or Direct messaging, a capability providers must demonstrate for Meaningful Use Stage 2, said Matt Kohler, vice president of Network Infrastructure Services at Surescripts.
But vendors clearly have some serious development challenges ahead if they want to keep up with the pace set by Meaningful Use Stage 2. If I were a provider reading this, I'd call my vendor right away and see where they were at in the certification process.


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Today, a couple of pictures of what is apparently the Nexus handset from Sony have made its way on Picasa. As of now, there is no way of confirming whether these pictures are real or are fake.
While there is no Nexus or Xperia branding on the handset, the picture of the handset showing off the stock Android 4.x home screen is enough to fuel the rumors that this might be the Nexus handset from Sony.
Earlier this year, Wall Street Journal had reported that Google will apparently be launching multiple Nexus handsets at the end of the year. Since then, rumors about the Nexus handsets were too far and few until October started. Since the beginning of October, the pictures and other details of the next Nexus handset from LG have made their way to the Internet, almost daily.
The lack of leaks and rumors as to the Nexus handsets from other OEMs suggested that there will only be one Nexus handset from LG this year, but the above pictures, if true, suggest that Google might just unveil multiple Nexus handsets this year.
As a religious Android follower, I doubt the authenticity of the above pictures. If there were indeed multiple Nexus handsets this year, some information would have leaked about them by now.
Via – Xperia Blog


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Evaluation of the Gang Resistance Education and Training (GREAT) Program in the United States, 1995-1999 Version 2
This study sought to evaluate the effectiveness of the Gang Resistance Education And Training (GREAT) program by surveying five different groups: students in a cross-sectional design (Part 1), law enforcement officers (Part 2), educators (Part 3), parents (Part 4), and students in a longitudinal design (Part 5). Middle school students in the cross-sectional design were surveyed to examine GREAT's short- and long-term effects, and to assess the quality and effectiveness of officer training. Law enforcement officers were surveyed to determine whether their perceptions and expectations of the GREAT program varied depending on sex, race, rank, age, level of education, and length of time working in policing. Data were collected from middle school personnel (administrators, counselors, and teachers) in order to assess educators' attitudes toward and perceptions of the effectiveness of the GREAT program, including the curriculum's appropriateness for middle school students and its effectiveness in delinquency and gang prevention both in the school and in the community. Parents were surveyed to assess their attitudes toward crime and gangs in their community, school prevention programs, the role of police in the school, and their satisfaction with and perceptions of the effectiveness of the GREAT program. The middle school students participating in the longitudinal aspect of this study were surveyed to examine the change in attitudes and behavior, germane to gang activity, over time. Variables for all parts were geared toward assessing perception and attitudes about the police and the GREAT program and their overall effectiveness, community involvement, neighborhood crime, and gang-related activities. Youth delinquent gangs continue to generate concern among criminal justice professionals and the general public. Considerable agreement exists regarding the high rate of criminal offending among gang members. With the apparent increase in gang membership and activity during the past decade, and the availability of increasingly lethal weapons, the level of criminal activity by gang members has taken on new importance for law enforcement agencies, schools, the community, and prevention efforts. One way to address the growing gang problems is to find ways to prevent youths from joining gangs. In 1991, police officers from the Phoenix Police Department and from Mesa, Glendale, and Tempe, Arizona, and special agents of the Bureau of Alcohol, Tobacco and Firearms (ATF) developed Gang Resistance Education And Training (GREAT), whose stated objective is to (1) reduce gang activity, and (2) educate a population of young people about the consequences of gang involvement. GREAT, modeled after the Drug Abuse Resistance Education (DARE) program, is a national, school-based gang prevention program in which uniformed law enforcement officers teach an eight-lesson curriculum to middle school students in one-hour sessions over a nine-week period. The sessions cover such topics as conflict resolution skills, cultural sensitivity, goal setting, and resisting peer pressure. The curriculum also relies on cooperation from school administrators as well as teacher involvement. This study sought to evaluate the effectiveness of the GREAT program by surveying students from eleven sites in a cross-sectional design (Part 1), law enforcement officers (Part 2), educators (Part 3), parents (Part 4), and students from six sites, who participated in four years of follow-up interviews (Part 5). Students in middle school, participating in a cross-sectional design, were surveyed to examine GREAT's short- and long-term effects, and to assess the quality and effectiveness of officer training. Law enforcement officers were surveyed to determine whether their perceptions and expectations of the GREAT program varied depending on sex, race, rank, age, level of education, and length of time working in policing. Data were collected from middle school personnel (administrators, counselors, and teachers) in order to assess educators' attitudes and perceptions of the effectiveness of the GREAT program, including the curriculum's appropriateness for middle school students and its effectiveness in delinquency and gang prevention, both in the school and in the community. Parents were surveyed to assess their attitudes toward crime and gangs in their community, school prevention programs, the role of the school in prevention programming, the role of police in the school, and their satisfaction with and perceptions of the effectiveness of the GREAT program. The middle school students participating in the longitudinal aspect of this study were surveyed to examine the change in attitudes and behavior toward gangs and gang-related activities over time. For Part 1, two ex post facto comparison groups were created to provide for assessment of the effectiveness of the GREAT program. Because the program was designed to be taught in 7th grade, 8th-grade students were surveyed to allow for a one-year follow-up while guaranteeing that none of the participants was currently enrolled in the program. This part of the study focused on a one-year follow-up because measurable program effects should be most apparent over a shorter time span and a later follow-up would present greater tactical difficulties as students dispersed to different schools on the transition to senior high school. One of the prerequisites for site selection was to identify cities in which the GREAT program had been administered during the school year 1993-1994 (when the targeted students were 7th-graders). In 1995, questionnaires were administered to all 8th-graders in purposively selected schools who were in attendance on the specified day. The final sample comprised 5,935 8th-grade students from 315 classrooms in 42 schools. Of the respondents, approximately 45 percent reported they had completed the GREAT program and this group became the treatment group. The remaining respondents who had not completed the GREAT program comprised the comparison group. For Part 2, in order to gauge attitudes of officers with the GREAT program and assess where and when GREAT had been implemented, surveys were mailed to officers who had successfully completed GREAT Officer Training (GOT). Officers had to complete a 40-hour or 80-hour GREAT training session before being allowed to teach the program. These training sessions covered substantive and practical considerations in implementing and administering the program. The ATF coordinated the GOT, and its research staff provided mailing labels of all officers who had completed GOT before July 1999. In August 1999, members of the study's research staff mailed survey packets to approximately 3,900 officers. Along with the survey, each packet consisted of a cover letter explaining the purpose of the evaluation and informing the officers that their responses would be anonymous. The ATF also posted a message on their official Web site encouraging officers to complete and return their surveys. Overall, 1,224 officers returned completed surveys. For Part 3, members of the research team developed a survey instrument, during the summer of 1999, to assess the views of school personnel on a variety of subjects relating to GREAT. Many of the questions included on the questionnaire were incorporated from other questionnaires used in Part 1 and Part 2 to allow for comparison of perceptions across different groups. New questions were also created to address some of the specific concerns about the GREAT curriculum. The survey was reviewed by two school personnel, who offered suggestions for clarity of measurement items. Once schools were selected, the research team identified a contact person at each school who would be willing to distribute and collect the questionnaires, and mail them back to the research office. For their time spent and in order to motivate their efforts, contact persons were monetarily compensated. The principal of each purposively selected middle school was contacted by telephone and the purpose and procedure of the study were explained. Through this initial contact with the principals, individuals acting as contact persons were identified. The contact persons provided an estimate of the number of administrators, teachers, and counselors at their schools, and the appropriate number of questionnaires were mailed to the attention of the contact person along with (1) a letter of explanation of the process to be followed, (2) a completion rate form to be filled out by the contact person, and (3) a consultant fee form so that the contact person could be compensated by the university accounting office. Each questionnaire distributed to school personnel was accompanied by a letter of explanation of the survey's purpose, instructions regarding anonymity and the return of the questionnaire to the contact person, and a ruler as a token of appreciation for answering the survey. Each school was allowed approximately two to three weeks for completion and return of questionnaires. For Part 4, questionnaires were developed by the evaluation team and sent to parents in mid-June 1998 with a cover letter explaining the purpose of the survey and requesting parents' (or guardians') participation. In order to increase response rates, approximately two weeks after the surveys were sent, reminder postcards were sent to nonrespondents. Collection of surveys ended in early October 1998. For Part 5, the longitudinal research strategy implemented, with a quasi-experimental research design and assignment of classrooms to treatment, allowed for data collection on two groups of students -- those participating in GREAT and those not participating. Both groups of students had an equal risk for future delinquency and gang involvement. The University of Nebraska Institutional Review Board approved a component of the research design allowing passive parental consent (students were included unless specifically prohibited by parents) during the pre- and post-test data collection. These surveys were conducted two weeks prior to and two weeks following completion of the GREAT program. Active parental consent (students were excluded unless written approval for participation was obtained from parents) was required for the four subsequent annual follow-up surveys. To obtain active parental consent, three direct mailings were made to parents of survey participants. Included in the mailings were a cover letter, two copies of the parent consent form for student participation, and a business reply envelope. All parents not responding after the second mailing were contacted by telephone. School personnel also cooperated by distributing consent forms and cover letters at school. The results of the active consent process led to an overall retention of 67 percent of the initial sample. At the beginning of the academic year, class lists from all participating classrooms were obtained. Each student appearing on these lists was assigned a uniquely identifiable number to be used throughout the longitudinal data collection phase. These lists contained names of individuals who had moved or failed to enroll for some other reason. Students whose names did not appear on the lists but who were in attendance were added to the list. The pre-tests were administered during the spring of 1995 to 6th- and 7th-graders. Follow-up surveys were administered to the same sample of students annually from 1996-1999. Variables in Part 1 (Cross-sectional Design) and Part 5 (Longitudinal Design) include the level of gang activity, fights, and racial conflict in respondents' schools, whether respondents had ever used illegal drugs and if so, which kind, whether they had carried weapons, attacked or hit someone, lied about their age, destroyed property, or skipped school, and whether they felt guilty for any of their behaviors. Respondents were also asked their opinions of gangs, such as whether they were cool, exciting, or fun, or interfered with the safety in the neighborhood or at school. Students also answered questions designed to assess their attitudes toward the police and their parents. Demographic variables for Parts 1 and 5 include the sex, race, and age of the respondent. Part 2 (Officers) variables provide information on respondents' perceptions of and experience with the GREAT program, the community in which they worked, their law enforcement agency, their agency's involvement with the GREAT program, and their perceptions of the lessons taught. Demographic variables for Part 2 include the sex, race, age, and education level of each respondent. Variables in Part 3 (School Personnel) cover issues facing respondents' schools and students, attitudes and opinions of school-based prevention programs and the delivery methods of prevention programs, the role of police officers in schools, the environment in and around which they worked, the importance of helping youths avoid drugs, alcohol, and delinquency, and the overall effectiveness of the GREAT program. Demographic variables for Part 3 include the sex and race of each respondent. For Part 4, questionnaires sought parents' responses to questions regarding school environment, crime and gangs in the community, school prevention programs, the role of the school in prevention programming, the role of the police in the school, satisfaction with and perceptions of the effectiveness of the GREAT program, and demographics such as race, highest level of education, and income. ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Standardized missing values.; Checked for undocumented or out-of-range codes.. Presence of Common Scales: Several Likert-type scales were used in all parts. Response Rates: Part 1: The response rate is unknown. Part 2: The response rate was 31 percent. Part 3: The response rate was 67 percent. Part 4: The response rate was 32 percent. Part 5: The questionnaire completion rate for the pre- and post-tests were 87 percent and 80 percent, respectively. The annual completion rates for years one, two, three, and four of the follow-up were 86 percent, 76 percent, 69 percent, and 67 percent, respectively. Part 1: Eighth-grade students in any of 11 selected cities where the GREAT program was administered during the 1993-1994 school year. Part 2: Law enforcement officers who had completed GOT before July 1999. Part 3: Middle school personnel (administrators, teachers, and counselors) in six selected sites with the existence of an operative GREAT program. Part 4: Parents of students, who were from six selected sites participating in the longitudinal component of the study. Part 5: 6th- and 7th-grade students in any of six selected cities where the GREAT program was administered. For Part 1, records provided by ATF, the federal agency with oversight of the GREAT program, were used to identify prospective sites in which two or more officers had been trained to teach GREAT prior to January 1994. Cities were selected based on geographic location, population characteristics, and population size. Eleven cities meeting the selection criteria were chosen. The cities selected were Phoenix, Arizona, Torrance, California, Orlando, Florida, Pocatello, Idaho, Will County, Illinois, Kansas City, Missouri, Omaha, Nebraska, Las Cruces, New Mexico, Philadelphia, Pennsylvania, Providence, Rhode Island, and Milwaukee, Wisconsin. Reasons for sample exclusion included: (1) a number of cities had not yet implemented the program, (2) not all the sites had processed enough students through the program the prior year for the retrospective data collection planned, and (4) in some sites, police officers had instructed all 7th-graders, so there could be no comparison group of students who had not received the GREAT training. At the selected sites, schools that had administered the GREAT program during the 1993-1994 school year were chosen. In 1995, questionnaires were administered to all 8th-graders in attendance on the specified day at the selected schools from the 11 selected sites. The final sample comprised 5,935 8th-grade students from 315 classrooms in 42 schools. For Part 2, all officers who had successfully completed GREAT Officer Training (GOT) before July 1999 were included in the sample. For Part 3, six cities were purposively selected for inclusion in the study based upon three criteria: (1) the existence of an operative GREAT program, (2) geographical location to provide geographic and ethnic diversity, and (3) the cooperation of school districts and law enforcement agencies in each site. The six sites included Phoenix, Arizona, Lincoln, Nebraska, Omaha, Nebraska, Las Cruces, New Mexico, Portland, Oregon, and Philadelphia, Pennsylvania. Surveys were mailed to all personnel in selected schools within the six sites. The researcher warns that results for Part 1 and Part 3 should not be generalized to middle school students and personnel as a whole because neither sample was randomly selected. For Part 4, questionnaires were sent to parents of all students participating in the longitudinal component of the evaluation for whom current addresses were available. For Part 5, six cities were purposively selected for inclusion in the longitudinal phase of the study based on three criteria: (1) the existence of a viable GREAT program, (2) geographical diversity, and (3) the cooperation of the school districts and the police department in each site. The selected cities were Philadelphia, Pennsylvania, Portland, Oregon, Phoenix, Arizona, Omaha and Lincoln, Nebraska, and Las Cruces, New Mexico. The sample for Part 5 was comprised of 22 schools, 153 classrooms, and approximately 3500 students. 2015-08-21 Study documentation was updated.2006-03-30 File UG3337.ALL.PDF was removed from any previous datasets and flagged as a study-level file, so that it will accompany all downloads.2006-03-30 File CQ3337.ALL.PDF was removed from any previous datasets and flagged as a study-level file, so that it will accompany all downloads.2005-11-04 On 2005-03-14 new files were added to one or more datasets. These files included additional setup files as well as one or more of the following: SAS program, SAS transport, SPSS portable, and Stata system files. The metadata record was revised 2005-11-04 to reflect these additions.2003-06-05 The parent survey data (Part 4) and student survey data (Part 5), which were collected for the longitudinal component of this research project, have been added to this data collection along with data collection instruments for each part. A revised codebook and user guide reflect the additions of these data. In the first version of these data, Part 1 was named Student Survey Data. It has been renamed to Student Survey Data, Cross-Sectional Design in the codebook and data definition statements, so that it is distinct and distinguishable from Part 5: Student Survey Data, Longitudinal Design. Funding insitution(s): United States Department of Justice. Office of Justice Programs. National Institute of Justice (94-IJ-CX-0058). The user guide, codebook, and data collection instruments are provided by ICPSR as Portable Document Format (PDF) files. The PDF file format was developed by Adobe Systems Incorporated and can be accessed using PDF reader software, such as the Adobe Acrobat Reader. Information on how to obtain a copy of the Acrobat Reader is provided on the ICPSR Web site.
|Related Identifier
|DOI: 10.3886/ICPSR03337.v1
|Metadata Access
|Esbensen, Finn-Aage
|ICPSR - Interuniversity Consortium for Political and Social Research
|United States Department of Justice. Office of Justice Programs. National Institute of Justice
|Publication Year
|Download;This study is freely available to the general public via web download.
|ICPSR - Interuniversity Consortium for Political and Social Research
|Resource Type
|Dataset;survey data
|Not stated
|Spatial Coverage
|{"United States","1995 - 1999","Time period: 1995--1999"}
|Temporal Coverage
|{"United States","1995 - 1999","Time period: 1995--1999"}


text:
Here are Pinkney's Caldecott Honor books, as listed on ALA's Caldecott Medal & Honor Books, 1938-Present:
2003 Honor: Noah's Ark by Jerry Pinkney
2000 Honor: The Ugly Duckling illustrated by Jerry Pinkney Text: Hans Christian Andersen, adapted by Jerry Pinkney
1995 Honor: John Henry illustrated by Jerry Pinkney; text: Julius Lester
1990 Honor: The Talking Eggs: A Folktale from the American South illustrated by Jerry Pinkney; text: Robert D. San Souci
1989 Honor: Mirandy and Brother Wind illustrated by Jerry Pinkney; text: Patricia C. McKissack
Obviously Pinkney is a very talented illustrator. Unfortunately, we haven't read any of the above titles, but you can bet they are on our TBR list now. However, we did check out a copy of The Lion & the Mouse from our library. Since nearly every kidlit blog I've visited lately has this book at the top of their Caldecott predictions, I thought it was time the kids and I took a look at it.
Seven words. That's right, the book contains minimal text, nearly all animal sounds. Pinkney's highly detailed and beautiful watercolor illustrations tell the classic Aesop's fable in a way far superior than words ever could. He leaves the storytelling to the reader's imagination. When I first looked at The Lion & the Mouse with my kids, we paged through almost silently, taking in the scenery, the characters, the illustrations. My daughter already knew the basic storyline, thanks to Elmo's World. (Kids really can learn from watching Sesame Street.) But my toddler son didn't have any prior background knowledge. His response surprised me. As we reached the page where the lion ends up tangled in the net, he tried to close the book. His concern for the lion was evident, poor little guy. Yes, Pinkney's illustrations are that powerful. After a little coaxing, we reopened the book and continued on to the happy ending. Both kids immediately wanted to read the book again. We've read it several times since and always notice something new - a frog, ants and other wildlife. The wordless format allows the reader to use their own words to tell the story, encouraging the art of storytelling. Yes, from cover to cover, endpapers included, the book is simply stunning.
Upon browsing the list of Caldecott winners/honor books I made an interesting discovery. It seems that cats and mice are popular subjects. Librarians must like the animals. Don't believe me? After performing a quick count, I discovered the following books involving mice and cats (if there are others I have missed, let me know). Goes to show that cats really do rule and mice, not to be outdone, steal the big cheese. I wonder if we'll have another to add to the list after next week?
Kitten's First Full Moon by Kevin Henkes
Seven Blind Mice by Ed Young
Puss in Boots illustrated by Fred Marcellino; text: Charles Perrault, trans. by Malcolm Arthur
The Story of Jumping Mouse: A Native American Legend retold and illustrated by John Steptoe
Mice Twice by Joseph Low
Alexander and the Wind-Up Mouse by Leo Lionni
Once a Mouse retold and illustrated by Marcia Brown
Anatole and the Cat illustrated by Paul Galdone; text: Eve Titus
Anatole illustrated by Paul Galdone; text: Eve Titus
Lion by William Pène du Bois
Puss in Boots illustrated by Marcia Brown; text: translated from Charles Perrault by Marcia Brown
Dick Whittington and his Cat by Marcia Brown
April's Kittens by Clare Turlay Newberry
Andy and the Lion by James Daugherty
The last page of The Lion and the Mouse by Jerry Pinkney shares this information about the illustrations: "The full-color artwork for this book has been prepared using pencil, watercolor, and colored pencils on paper." This week for our story + art craft we experimented with watercolor, specifically watercolor pencils. My preschool-aged daughter drew her own illustration of the fable using the pencils and blended the colors together with a paintbrush and water.
The Lion & the Mouse by Jerry Pinkney. Little, Brown Books for Young Readers (September 2009); ISBN 9780316013567; 40 pages; Book Source: Library copy
Other Blog Reviews: Bookie Woogie, thebooknosher, 100 Scope Notes, Kids Lit, Fuse #8.
Author/Illustrator Website - http://www.jerrypinkneystudio.com
Post what you've been reading each week with your kids at Mouse Grows, Mouse Learns. A Mommy's Adventures hosts the "stART" meme (Story + Art) each week. Hope Is the Word hosts a Read Aloud Thursday link-up as well. I am an Amazon affiliate and may receive a very small commission for products purchased through my Amazon links.


text:
Iowa is upon us. 2012 is upon us. How will it all end? It may just all end in tears. Tears because Obama wins, or tears because the GOP did not offer a viable alternative. Whatever happens, one thing is for sure: this is a time to stand up for conservative principles.
But, just what on earth is a conservative, and can one win the White House this year?
To answer this means agreement on just what a conservative is, and your answer to the second part of my question depends on the answer to the first part.
Simply put, Conservatism is a set of instincts and principles guiding decisions, which are applied according to historical context. Today's conservative may discuss different situations and policy options then an 18th Century conservative, but then they will adhere to some broad principles as if there had been no intervening centuries. The conservative whom is central to American modern conservatism is Edmund Burke, and he spelled out some core conservative elements of thought:
- People are basically religious, and religion is the foundation of civil society. A divine sanction infuses the legitimate, existing, social order.
- Society is the natural, organic product of slow historical growth, with institutions drawing on the wisdom of previous generations.
- People are creatures of instinct and emotion as well as reason. Prudence, prejudice, experience, and habit are better guides than reason, logic, abstractions, and metaphysics. Truth exists not in universal propositions but in concrete experiences.
- The community is superior to the individual. Rights derive from duties. Evil is rooted in human nature, not in any particular social institutions.
- Apart from an ultimate moral sense, people are unequal. Social organization is a complex of classes, orders, and groups. Hence, differentiation, hierarchy and leadership are the inevitable characteristics of any civil society.
- A presumption exists "in favor of any settled scheme of government against any untried project. "Man's hopes are high, but his vision is short." Thus, efforts to remedy existing evils usually result in even greater ones.
We find echoes of these elements in the influential 1953 essay "The Conservative Mind", where Russell Kirk offered what he called "six canons of conservative thought". Like Burke, the divine plays a foundational role:
- Belief that a divine intent rules society as well as conscience
- Affection for the proliferating variety and mystery of traditional life
- Conviction that civilized society requires orders and classes
- Persuasion that property and freedom are inseparably connected and that economic leveling is not economic progress
- Faith in prescription and distrust of "sophisters and calculators"
- Recognition that change and reform are not identical
In 2012, how many of these foundational canons of thought are taught in our educational system? Again the answer is simple: none. What does happen is that these foundational principles are undermined and dismantled at every level of education and public life. To be a conservative is to swim against the cultural tide, against the consensus which is taught in schools and parlayed by the chattering media.
Winning a political election means appealing to the consensus, and today's consensus is not tolerant of principles, or even thought for that matter. In today's climate, a conservative cannot win the election. You can only look at the GOP field and vote for the consensus candidate, in other words the nearest thing to an electable conservative. This is not a ringing endorsement of Mitt Romney, but he is the only candidate who can compete with Obama.
But then in the grand scheme of things the presidential election is a mere sideshow, because the real battles lie ahead in establishing a new conservative agenda for an America systemically in doubt and unsure. The enlightenment trajectory of Europe down the road to Welfarism, with its self-destructive repudiation of civilized principles, is the trajectory America is now following.
The answer is not to be found in this election, a new conservatism that tackles the causes of decline in enlightenment civilization is needed. A new Burke or Kirk is needed, because conservatives cannot simply look at Obama as the cause of America's identity crisis, he is a symptom of the decay of the principles these thinkers set out so clearly.
Filed under: About the Candidates, Iowa, Mitt Romney, President Obama | Tagged: 2012 Presidential Election, 2012 presidential election blogs, about the candidates, about the republican presidential candidates, biographies of the republican presidential candidates, bios of the Republican presidential candidates, candidates websites, caucus finder, Cowan Republican, David Cowan, economic parables, Edmund Burke, election blogs, election sites, GOP, gop12, how to vote in the Iowa caucus, how to vote in the Iowa republican caucus, Iowa caucus Locator, Iowa Caucus predictions, Iowa GOP, Iowa Republican Party, Iowa Republican voters, links to the Republican presidential candidates, meet the candidates, meet the republican presidential candidates, on the issues, online voter registration, political blogs, political games, political sites, political videos, political websites, Politico, politics, Politics on Facebook David Cowan, presidential debates, presidential election, presidential election links, presidential election sites, primary calendar, register as a republican voter registration forms, register to vote online, register to vote republican, Republican blogs, Republican candidates, Republican candidates bios, republican election news, Republican election sites, Republican presidential candidate on the issues, republican presidential candidate voting records, Republican Presidential Candidates, Republican presidential caucuses, republican presidential primaries, Republican presidential primary and caucus calendar, Republican voter registration, Russell Kirk, Socialism, The Iowa Caucus, the political blogs, The presidential election, The White House, voter eligibility in the Iowa republican caucus, voter registration, welfare, Welfarism, WH12, where to vote, where to vote in the Iowa Caucus, White House 2012, White House 2012 on Facebook, white House Facebook, White House twitter, whitehouse12, who will win the white house, wordpress political blogs |


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What is Library Science
It is an interdisciplinary field that applies the practices, perspectives, and tools of management, information technology,educationetc. to libraries ie., the collection, organization, preservation, and dissemination of information resources
Annual Academic Inspection by Hon'ble E.O. on 30.07.2010
Hon'ble Assistant Commissioner's Visit
Assistant Commissioner of Hyderabad Region visit Date : 21.1.2010
Kendriya Vidyalaya , Eluru
News papers and Magazines
Journal : Annual
Journal of the krishnamurti school
Magazines: Monthly
Chandamama- English
Competition success CSR Review
Discovery English
Discovery Telugu
Magazines: Fortnightly
Champak –Hindi
Down to Earth: Science Magazine
Magic pot-English
Magazines: Weekly
India today-Hindi
India today-English
Employment News
News Papers: Daily
Hindi Milap
Jay Kishan Kushwaha
Subscription for Journal of the Krishnamurti School
Subscribe Magic Pot for Primary school Library
Magic pot
Subscribe 'Discovery' for Primary school Library
Subscribe Down to Earth magazine for K V School
Magazine of Down to Eearth Monthly Publication
Subscribe CHAMPAK (Hindi) magazine for K V School
Champak Hindi fortnight publication
Subscribe CHAMPAK magazine for K V School
Champak english fortnight publication
Subscribe INDIA TODAY (Hindi) magazine
India Today (Hindi) Weekly Magazine
Subscribe INDIA TODAY English magazine
India Todya English Weekly publication
Kendriya Vidyalaya , Eluru
News papers and Magazines
Journal : Annual
Journal of the krishnamurti school
Magazines: Monthly
Chandamama- English
Competition success CSR Review
Discovery English
Discovery Telugu
Magazines: Fortnightly
Champak –Hindi
Down to Earth: Science Magazine
Magic pot-English
Magazines: Weekly
India today-Hindi
India today-English
Employment News
News Papers: Daily
Hindi Milap
Librarian Principal
Jay Kishan Kushwaha Sri M. C. Verma
Subscribe to LIBRARY KENDRIYA VIDYALAYA, ELURU by Email
Every Kendriya Vidyalaya will have a library. The objectives of the library is to: Be the knowledge hub of the school and disseminate knowledge as widely as possible.
– Facilitate creation of new knowledge.
– Facilitate optimal use of knowledge by all staff and students.
– Ensure easy access to the facilities available to all staff and students.
– Encourage and foster reading habit among staff and students.
– Effectively participate in the teaching-learning programmes of the school. In order to achieve these objectives the library will undertake to:
-Serve as the center of information for the Vidyalaya and provide easy access to national and global knowledge to all staff and students.
– Offer an inviting and attractive physical space with proper seating arrangements and other amenities.
– Ensure that staff and students are treated with courtesy and offered all assistance in their pursuit of knowledge.
– Offer proactive services to all users.
– Optimize its potential to provide access to information and knowledge to all by proper display, categorizationjclassification of resource materials.
– Help all the users to develop the skills to make optimum use of all the facilities.
– Undertake activities to foster an interest in books and increase involvement in the library.
– Improve the collection and services on a continuing basis in consultation with Users/stakeholders.
– Workout a progamme in consultation with teachers for the effective use of all types of library materials.
– To work effectively and efficiently by undertaking every activity in a professional manner.
General Guidelines for the library
1. The library must maintain a well-rounded core collection including reference materials to satisfy the regular needs of the staff and students. The core collection would consist of several copies of textbooks, reference materials related to each subject, costly essential books which would include encyclopedias, maps, atlas, rare books on particular topics/subjects or exclusive editions of general books.
2. Besides the core collection other general(fiction and nonfiction) books for regular issue should be available in the library.
3. The core collection may be supplemented through networks, e-resources etc to provide better qualitative and quantitative services.
4. Library collections are dynamic resources and therefore, there should be constant review and renewal of material to ensure that the collections are relevant to the users/stakeholders.
5. Weeding out of books should be a regular feature and should be carried out with the approval of the competent authority, at least once in a year
6. Categorizing/classifying and indexing of books should be invariably done keeping in mind the objective of the library.
7. The library should follow open access system.
Size of library collection
1. The core collection of the library should take into account the size of the Vidyalaya and subjects offered besides covering project based activities, career guidance, counseling etc.
2. Books should be available in both English and Hindi.
3. Besides the core collection, other general books put together should be at the rate of 5 books per student subject to a minimum of 1500 books for newly opened schools. This collection should be well thought out. Low cost and age relevant editions of classics and fictions should be preferred for the general section of the school library.
4. Book purchase should be a continuous process and some percentage of the total Vidyalaya budget should be earmarked for collection development on a recurring basis. Out of this budget, 50% should compulsorily be earmarked for elementary classes (i.e. up to class VIII)
5. To encourage more teacher participation in the library, a teacher may be allowed to submit name / list of book(s) intended to be purchased (which are not available in the library) amounting to Rs.500/- to the Library Committee. After approval of the Library Committee, the teacher may be allowed to purchase the intended book(s). The cost of the book / books should be reimbursed to the teacher after the books are deposited in the library along with the bill. However, this kind of purchase would be limited to only a
certain amount that would be decided by the Library Committee.
6. During annual stock taking, weeding out of collection should also be carried out.
7. For newly opened Vidyalayas a one-time budget would be provided for setting up the basic collection.
8. Besides books, libraries should subscribe to useful magazines, periodicals and journals.
Services to be provided by the library
1. Issue of books for home use – Each student would be issued two books at a time for a period of one week. Staff members, including Principal, would be issued maximum five books at a time for a maximum period of one fortnight. Failure to return books on time would compulsorily lead to penalty of Re.l per day for all (students & staff).
2. A recall system for overdue books should be introduced. This could be achieved by sending an overdue note to the concerned student through the Class Teacher. In case of staff the note can be sent through the school office.
3. Reissue of books by a user may be allowed maximum twice more after first issue.
4. Newly purchased books should not be issued to any user for at least one month but should be displayed separately as new arrivals.
5. Issue of subject reference books – Only subject reference books from reference section would be issued for home use on those days when the successive day is a holiday. The book will have to be returned on the next working day. Dictionaries, Encyclopedias etc would not be issued.
6. One set of textbooks may be issued to teachers for the subject being taught by them for the whole session.
7. In case a user loses a book he/she would have to either replace the book or deposit three times the price of the book in the library.
8. Each user would be provided with library cards for issue of books.
9. Magazines and periodicals may also be issued for a week only. However, it must be ensured that at least two previous issues are available in the library. A separate register should be maintained for this purpose.
10. Reading facilities in the Library – There should be comfortable seating arrangement with proper lighting in the library. The library would be open on all working days and the entire duration of school hours.
11. Each section will have two library periods per week. Classes VI to XII will go to the library during this period. For primary classes the teacher supervising the library period will give books from class library to the students. One teacher, who would help in maintaining discipline in the library as well as assist the librarian, will accompany the students of class VI & above to the
library. However, the arrangement for library class may differ from school to school depending on the numberof sections per class. In very large schools one period of class library can be introduced. Notwithstanding this the number of library periods would be two per section out of which one period will be in the library. The class library period can be utilized for other library related activity also for which the class teacher would be in-charge.
12. The librarian should also identify two students in each section who would assist in library activities.
13. Librarian should facilitate in the use of the library by acting as intermediary between the users and the collection.
14. Computer and Internet access – The library should have a computer, which would be used for storing information of the collection, record of books issued, digitalized books and provide internet access.
Organization of the Library
1. A proper system of cataloging and classification of the collection should be done to provide easy access and also to keep account of the books. Dewey Decimal Classification (DOe) system should be used for this purpose.
2. Computerization of the library should be carried out.
3. Books should be arranged in lockable shelves but open access system should be followed.
4. The library' should subscribe at least 10 periodicals/journals/magazines. These should be attractively displayed on magazine racks. Newspapers should be displayed on stands. Old periodical/magazines/newspapers should be arranged date wise and preserved for at least 6 months.
5. The display boards in the library should show the jacket covers of latest books, interesting information on various topics, besides writings of students and teachers.
6. The library should also carry out a number of activities like:-
i. Display of latest books, magazines & periodicals.
ii. Book reviews
iii. Organization of book fairs (at school or cluster level by involving other nearby schools).
iv. Career guidance and counseling corner.
v. Themes for the week and display of related material.
vi. Compilation of material from newspapers/magazines etc for various topics like environment, science and technology etc.
vii. Organization of Book Quiz.
viii. Prizes to students who have borrowed the maximum number of books.
ix. Establishing of book clubs.
7. The library should invariably display the following information:
i. Total no. of books
ii. No. of text books
iii. No. of Reference books.
iv. No. of general( fiction and non fiction) books
v. Subject wise list of books
vi. Class wise list of fiction and non-fiction available in the library.
vii. No. of periodicals/magazines available along with their names and periodicity.
Management of Library
1. The librarian will manage the library and the duties of the librarian will include all that has been stated in the previous sections.
2. There shall be a library committee, headed by the Principal and at least 03 teacher members who have a genuine love for books. The teachers should be one each from Primary, Secondary and Sr. Secondary classes. The committee would also include two students to be selected by the Principal from Classes VII to XII. The Librarian would be the Member-Secretary of the Committee. The
Committee will select books for the library keeping in view the natural interests and needs of the children, their age group and intelligence. There should also be continuous renewal of books for which meetings should be held on half yearly basis. The Library Committee can invite other teachers/students to the meetings for their advice/suggestion. This committee shall meet as often as possible but at least once in a month.
3. Besides recommending books for the library the Library Committee will also recommend suitable budgetary provision for the library; develop a general programme of library service to suit the interest and requirement of different sections of users; review library rules and formulate new rules for the library; make recommendations for proper functioning of the library.
4. All teachers and students can recommend books for the library for which a suggestion box should be kept in the library. Suggestions received through this box shall be placed for consideration of Library Committee.
5. Besides books for children, the Committee will also select books for teachers on various subjects apart from Academics.
6. For Primary classes (1 to V), class library will be set up. These libraries will be under the charge of class teachers. The class teacher will get books from the main library, which will be in accordance with the standard and interest of the age group of the children of the class concerned. They should be attractively displayed in lockable shelves and kept in the class. The teacher will issue books to the children during library period. After these books have been read, another set would be issued from the main library.
7. The Primary teacher would maintain a register regarding issue of books to the students so that hejshe can keep track of the books read and students are not given books they have already read.
8. The selection of books for the class libraries will also be done by a committee comprising of H.M, librarian, class teacher, two other teachers and two students who will be nominated by the Principal.
9. The class teacher will ensure that every pupil in the class maintains a notebook in which the name of the book read, its author and a brief account of the content is recorded.
10. Non-compliance of the instructions given above will be considered to be a dereliction of duty for which suitable action may be initiated against the concerned Principal,Librarian,Teacher,H.M.Monitoring and Evaluation of collection and Services Statistics should be maintained on the following so that they can be used for monitoring and evaluation.
1. No. of users.
2. No and percentage of collection issued on any given day.
3. Number of books issued during a stated period.
4. Average books issued per user per unit time.
5. Number of recommendations received for purchase of books per year.
6. Class wise list of activities conducted in a year along with number of participants.
7. Number of new books added per year.
8. Number of old books weeded out.
See the .pdf version of the policy along with the order from KVS(HQ)library-policy
Sl. No. Name of the Participant Name of the KV Designation Contact Number E-mail id
1. Ms.Soma Kumari Ankleshwar Librarian 09825418822 email@example.com
2. Ms Tejinder Kaur Valsura Librarian 09427572053 firstname.lastname@example.com
3. Mrs.Sujatha B.Kulkarni No.1 Vasco Librarian 09421249877 firstname.lastname@example.com
4. Mr. Sourabh Kumar Singharsi Librarian 09470917241 firstname.lastname@example.com
5. Ms. Chinmayee Mallik Chakradharpur Librarian 09430167344 email@example.com
6. Mr.S.Sundararajan AFS, Sulur Librarian 09944225430 email@example.com
7. Mr.Dhirendra Kumar Patra Thakkolam Librarian 09543596220 firstname.lastname@example.com
8. Mrs.VAruna Kumari Tirumalagiri Librarian 9848726643; 9490195807 firstname.lastname@example.com
9. Mr.Aurobind Behera Srikakulam Librarian 9533746461 email@example.com
10. Mr. DK Londhe VRDE Ahmednagar Librarian 9422081664 firstname.lastname@example.com
11. Mrs Monica Neogi EME Baroda Librarian 09879627018 firstname.lastname@example.com
12. Mr.K.V.Raghava Reddy Hebbal Librarian 9986256262 email@example.com
13. Mrs.Jayalakshmi M Keltron Nagar Librarian 9495617144 firstname.lastname@example.com
14. Mr.A. Jojo Boudh Librarian 09308568629 email@example.com
15. Mrs.Nalini Rajendran No.1 Tambaram Librarian 9566198080 email@example.com
16. Mr.A.Gandhi Alwar No.2 Madurai Librarian 09944223119 email@example.com
17. Mr.Waseem Raja SAP, Trivandrum Librarian 09037131425 firstname.lastname@example.com
18. Mr Amit Kumar Tamrakar Gooty Librarian 09966923454 email@example.com
19. Mr.Jay Kishan Kushwaha Eluru Librarian 9533342680 email@example.com
20. Mrs. Vidya S. Hiwrale Jalgoan Librarian 9422222464 email@example.com
21. Mrs.VS Christian Gandhinagar Cantt Librarian 9426520022 email@example.com
22. Mr.Satyabrata Kalita I.I.Sc Librarian 9019845316 firstname.lastname@example.com
23. Mrs.Virija S. Rao Malleswarm Librarian 9986332738 firstname.lastname@example.com
24. Mr. AK Sahoo Koraput Librarian 9437430411 email@example.com
25. Mrs.Jessamma Mohan No.2 Cochin Librarian 9995081529 email@example.com
26. Mrs.G.Bharathi Ashok Nagar Librarian 9840509175 firstname.lastname@example.com
27. Mr. O. Nagrajan AFS, Avadi Librarian 09094867755 firstname.lastname@example.com
28. Mr.D Mishra ONGC Rajahmundry Librarian 9989032025 firstname.lastname@example.com
29. Mr.Vijay Kumar Venkatagiri Librarian 09618350085 email@example.com
30. Mr. Ratnesh Kumar Mudkhed Librarian 09975468307 firstname.lastname@example.com
31. Mr.J N Parmar Junagadh Librarian 09427242904 firstname.lastname@example.com
32. Mr.M.Kumar No.2 Jalahalli Librarian 9480318619 firstname.lastname@example.com
33. Mr. S Bhoi Bargarh Librarian 09437256921 email@example.com
34. Mr. Bal Mukand Bokaro Thermal Librarian 9204158529 email@example.com
35. Mr.Arvind Kumar Pallipuram Librarian 9037636634 email@example.com
36. Mr.Bilpav Kumar Nayak No.1 Kalpakkam Librarian 09944399168 email@example.com
37. Mr.Mukesh Kumar Dirang Librarian 09436837783 email@example.com
38. Mr Anil Kumar Warangal Librarian 09491819901 firstname.lastname@example.com
39. Mr.MTVS Sharma Hakimpet Librarian 09703768513 email@example.com
40. Mr. MM Ahmed No.1 Ahmednagar Librarian 9021654860 firstname.lastname@example.com
41. Ms. Bhawana Singh Rajkot Librarian 9376653154 firstname.lastname@example.com
42. Mr..U.P.Singh MEG & Centre Librarian 9986343204 email@example.com
43. Mr.A.S. Bodra Garhwa Librarian 09308221296 email@example.com
44. Mrs. M. Bagchi No.1 Dhanbad Librarian 09430767969 firstname.lastname@example.com
45. Ms,V.Mahalakshmi CRPFAvadi Librarian 09566192931 email@example.com
46. Mr.R.Balasubramanian DGQA Complex Librarian 09941206066 email@example.com
47. Mr.P Swamy Eddumailaram Librarian 09390124342 email@example.com
48. Mr Santosh Kumar Pandey Ongole Librarian 09030413725 email@example.com
49. Shri. D. Timma Reddy No.I, Golconda Librarian 09440553642 email@example.com
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LT could care less what forum says about him. He is more concerned with controlling the Raptors reporters and the image they project. I genuinely believe he wants to win but he does not know how to get it down. He is usually at many games and is friendly to most fans which is more than I can say for other board members. He knows which big wigs sit where and that may be what you observed...as he is very social at greeting celebreties and big wigs.
One of the guys brought his 2 kids with him, and they were sitting in 1000+ dollar seats not paying much interest to the game instead finding other distractions. Than he gets up at half time, looks at Larry and says, "have to take the kids to the balle/recital" or something, and leaves 3 front row seats empty for the 2nd half. I then realized I was the only guy without a rolex on. (score one for Seiko)


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Somehow I think my Sorrento isn't quite up to the task.
Friday, January 18, 2008
I want to do this one of these days
Somehow I think my Sorrento isn't quite up to the task.
2 comments:
- Chris said...
Sweet video, but are you sure it's the Sorrento and NOT you that is up for the challenge? Some of those landing ramps are pretty darn skinny and the fall is a bit too high for my tastes. ;)
- January 19, 2008 8:43 AM
- Noah said...
"I want to be able to do this one of these days" was too long but technically more accurate. There are a few really skinny sections, true.
Most of the ladder bridges would suck to fall from, but it isn't going to be that bad. There are plenty of singletrack trails where you have to stay in an area that narrow and do just fine. Somehow, it's psychologically more intimidating when there's a plummet instead of a crash as your punishment. It probably wouldn't suck any worse to bail off one of those than to catch a tree with a handlebar at speed though.
I think I could build up to it. Right now, however, the Sorrento is more than enough bike for me. That is to say I am even less ready for that than my beater MTB is.
- January 19, 2008 12:25 PM
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The Veteran Intern: Kevin Rooney
Covering the front desk is one of the many duties required when you are a part of the Redbird Intern team……
Name: Kevin Rooney
Hometown: St. Louis, MO
College and major/degree(s): Christian Brothers University, Business Administration w/ a concentration in Sports Management.
Likes: Family, Friends, Cardinals baseball, Blues Hockey, Mizzou Football, playing sports, and kicking with my dog Maddie.
Dislikes: Lying, drama, and the Chicago Cubs.
What's playing in your iPod?: Seven Mary Three – Water's Edge
What's on TV: Chuck.
Hobbies: Playing sports, fixing things, hanging out with friends, and watching sports live or on TV.
Favorite Baseball Team: St. Louis Cardinals.
Favorite Baseball Player of all-time: Ryan Ludwick.
Favorite Sports Movie of all-time: For the Love of the Game.
Favorite Sports Quote: "I wouldn't dig in if I was you. Next one might be at your head. I don't know where it's gonna go. Swear to God." – Crash Davis from Bull Durham
Best sports moment as a fan or a player: Tracking down a shot to left field and catching the ball right before crashing into the fence and getting stuck under it.
Thing you like most about sports: Comebacks and underdog wins.
Why do you want to work in sports?: it's what I've been doing for the past 5 years and I enjoy being a part of it, being at every game, seeing all the drama and interacting with the fans. I've done anything from field crew to promotions to operations and I loved being apart of it all.


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Our people
With more than 7000 people worldwide, we benefit from the diversity of perspectives and experiences they bring to the firm – from national origin, disability and gender identity to religion, culture, sexual orientation and socio-economic backgrounds. We actively promote a culture of respect for each person and encourage everyone to be curious about the different perspectives of our colleagues, clients and the communities in which we operate.
Employee Networks
We have well-established employee networks in a number of our offices to help foster a culture that allows people to be themselves at work.
- Breathe - our first employee resource network for mental health
- Compass – a forum for learning about Islamic faith, culture and business
- Family matters – addresses issues affecting parents, grandparents, guardians and carers
- Flex-ability – supports flexible workers and their managers and promotes a more agile working environment within the firm
- Indigenous relations – our first employee resource network facilitating awareness and community relations with Indigenous peoples
- Novel – a diversity book club encouraging reflection and discussion
- Origins – promotes ethnic and culture awareness
- Pride – aims to create a more inclusive and accepting environment for LGBTQ+ individuals
- Shine – supports the firm's inclusive approach to disability, long-term health conditions
- WiN – supports the personal and professional development of women.
Our global Perspectives blog is an interactive way for everyone to join in the diversity and inclusion dialogue. It provides insights, opinions and experiences and encourages discussion, debate and a sense of community.
Since launching Perspectives, we have published more than 100 blog posts from people sharing their experiences across a range of topics. See below for a selection of extracts from these posts.
- Care in Perspective
Daniel Franks, London
- Being a donor
Tom Acland, Melbourne
- What Black History Month means to me
Shirley-Ann Hunte, London
- Planning a holiday abroad with a disabled child
Robin Williams, London
- (Wo)men's work
Alexandra Howe, London
- The importance of family
Shiv Daddar, London
- Banter
Jack Mason, London


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Then the writing seemed to be on the wall when Governor Perry came out to address his supporters and told them that he was going back to Texas to reassess his campaign.
But a strange thing happened to Governor Perry on his way home. Between the time he decided to reevaluate his campaign and the time he woke up the following morning, an infusion of optimism compelled him to type a Twitter feed that read;
"And the next leg of the marathon is the Palmetto State," Perry tweeted, "Here we come South Carolina!!!
The electronic announcement came as a pleasant surprise to his campaign staff and stunned the political world. Few thought it possible for Perry to continue with his campaign after making an inference to how bad things were by stating the need to "reassess" his chances of winning the nomination. Most experts agree that given the poor showing and all the time and money that he invested in Iowa, no sincere evaluation of his campaign have possibly found any promising reason for Perry to stay in the race.
From my vantage point, I can only assume that Rick Perry believes that if doesn't give up too early, the short history of this election which has created a new frontrunner every month, will repeat itself enough times to give him another opportunity to be in that position. Perry probably assumes that Rick Santorum will not be able to sustain the attacks he is undoubtedly about to face and will not have the money to respond to those attacks effectively. As a result, he is holding out hope for another opportunity to became the clear viable alternative to Romney.
But there may very well be another reason why Perry has found the strength to continue his fight.
Not long before the Governor tweeted his battle cry and aimed his campaign guns at South Carolina, it was revealed that a group of national evangelical leaders will gather in Texas for the second time in five months and determine who other Mitt Romney, they can all get behind.
Having a very good relationship with these religious and their associates, Perry may know something about what they are inclined to decide and it just might be responsible for his going from the need to take a close look at if and how his campaign could move beyond Iowa, to determining that he still has a chance to make a last stand in South Carolina.
No matter what was exactly responsible for Perry's change of heart, it is mainly a leap of faith. Especially since Rick Santorum's surprise strength in Iowa makes him the more likely candidate for movement conservatives to get behind.
Iowa Faith and Family Leader Bob Vander Plaats, a leading voice among evangelicals, had already issued a personal endorsement of Rick Santorum before the Iowa Caucus but now, in its wake, he called on Newt Gingrich to reassess his candidacy, in hopes of mobilizing conservatives to rally behind Santorum. Gingrich came in ahead of Perry but Vander Plaats' plea to Gingrich came before Perry surprised everyone by his decision to stay in the race. Had it been known that he intended to remain in the race, Vander Plaats would have certainly requested the same of Perry that he requested of Newt Gingrich.
So it would be hard to imaging that evangelicals leaders would choose to get behind Perry instead of Santorum, but either way, it would seem that Rick Perry is counting on some kind of divine intervention to turn things around for him. And as for those evangelical leaders, I have a word of advice. It took God seven days to create the earth but with less time than that remaining before New Hampshire, if their main goal is stop to Mitt Romney, they better get moving fast.
Filed under: Rick Perry | Tagged: Biography of Rick Perry, Bob Vanderplaats rick perry, evangelical leaders try to stop mitt romney, links to Rick Perry, Perry 2012, perry annouces he will stay in the race, Perry for President, perry makes a last stand in South Carolina, Perry stays in the race, Perry videos, Republican, Republican Presidential Candidates, Rick Perry, Rick Perry bio, Rick Perry biography, rick perry changes his mind, Rick Perry for President, Rick Perry on the issues, Rick Perry press releases, rick perry south carolina, rick perry speeches, Rick perry stays in the race, rick perry twitter, Rick Perry voting record, Rick Perry website, Rick Perry White House 2012, Rick Perry White House 2012 page, Rick Perry youtube, Rick Perry youtube videos, Rick Perry's staff, Rick Perry's website, the 2012 presidential election, WH12, White House 2012, White House 2012 Rick Perry, whitehouse12, whitehouse2012, will evangelicals unite behibd rick perry, will rick perry campaign in New hampshire, wordpress political blogs | Leave a comment »


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As most of you might already know, body balance is one of the key aspects of fast and efficient swimming. I already talked about the balance a bit in the previous post about sinking legs. You might be thinking, what kind of balance do I need in a water while I swim, I just float. Well, that is true, your body naturally floats, however, it matters how you float and how much effort (energy) you consume with floating :). In this post, you can see a decent video of one good drill that is great for balancing your body in the water. Watch the video and below you will find my comments about the exercise.
Ok, as you can see, this drill requires constant kicking and a lot of core body strength. Keep your hands at your side, like you have them in your front pockets (don't move them). Your eyes are looking at the bottom of the pool or at the sky (not to your sides like in the video). Your body rotates on an axis that goes through the top of your head and comes out of your toes. The swimmer in this video does a very good job of rotating while keeping the head steady and hips at the surface.
As you can see, the rotation should be very smooth, trying to minimize the visual effect of tightening your muscles to turn. Also, it is nice to turn on your back, however, I'd keep the rotation only from one side to the other across your front, so you never end up with your belly up. If you really have trouble with the side to side, go side to back and back to side. Start on your side, looking down, then rotate to your belly, head still down, then rotate to your other side and now you can rotate your head to breath in the same axis as described above. If this is a bit too advanced, please consider working on your head position first.
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Lately in my blog posts, I've been writing about the qualities of successful advisors who've led their firms to become nationally recognized industry leaders. A common theme sounds through all of their stories: each possesses a willingness to act on early gut-feelings—they are less fearful of failure and more driven by opportunity to create viable businesses that bring their visions full circle.
I was recently connected to Barbara Delaney (left), principal of StoneStreet Equity LLC, one of these risk takers who has been in the financial services industry for more than 30 years. While she's seen a lot of transformation over the years, she has also successfully identified several opportunities along the way to develop new businesses from early insights.
She's launched two firms whose core services were to provide plan sponsors with 401(k) plan consultative services—a need she first identified in the late 1980s as DB plans began to disappear while 401(k) plans were being developed. What started as presentations to plan committees around plan design and fiduciary liability became one of the largest and most respected independent retirement advisory firms in the nation. Today, her firm is advising on over $3 billion in assets from 95 total clients. She was named by Plan Sponsor Magazine as Advisor Team of the year for 2008 and in 2011 was inducted into Plan Sponsor Hall of Fame. She's also been named one of the most influential advisors from 2007 to 2009, and is currently a member of the NAPA Government Affairs Committee.
What separates Barbara and others like her? It's a fearless "can do" attitude. The majority of us foster some of these qualities, but aren't willing to take on quite as much risk. According to countless psychological studies, human nature makes us highly risk-averse. Psychologist and Nobel Prize winner Daniel Kanheman finds that we are twice as sensitive to potential losses as we are to potential successes, and a 2012 Babson study found that only 12.3% of the American population is considered "entrepreneurial"—those willing to take on significant risks for the chance of better return.s How do we do this? For one, we find opportunity in change.
When Barbara was told she'd need to uproot her family and move to Albany, N.Y. in order to keep her position with E. F. Hutton Group in 1987, she quit without hesitation. She wasn't afraid about not having a job lined up (despite the fact that she had a newborn at home) because she knew she had enough experience and knowledge to do something on her own. Where she took her talents, however, was not anticipated by many of her peers.
She partnered with Don Tribus who ran a health and welfare benefits consulting company called The Tribus Companies in the mid 1980s. The company owned an actuarial firm at the time, but Barbara took a leap of faith and knew she could help him make it profitable by adding money management to the practice. She brought a new approach to the company and with their combined experience, they developed a way to help plan sponsors who were unfamiliar with 401(k) plans–which had just started growing in popularity—better understand how to design and manage their plans. Those firms were desperate for that help since most other firms were still focusing on DB plans rather than 401(k) plan consulting.
In 1999, the health and welfare practice of The Tribus Companies was sold. Barbara wanted to continue to run her business independently and launched FFOA, which merged and acquired other firms, and then in 2008, became StoneStreet Equity. As a result of her early insights and the courage to go out on a limb before others did, she built a highly successful business and brand for herself, crediting her success to visionaries like LPL Financial and Bill Chetney who believed in developing best practices in the plan industry. More important, she believed in her own vision.
We've all heard stories like Barbara's where a combination of passion, commitment and will turned into major business wins, usually of celebrities or genius businessmen and women who took risks from job losses that catapulted them into successes beyond measure. Take the current mayor of New York, Michael Bloomberg. Bloomberg was a partner at Salomon Brothers, an investment bank that was bought out by a company which is now part of Citigroup, in 1998. When he was let go he took his hefty severance check and used it to start his own financial services company. Today, he's the 18th richest person in the U.S.
What we can learn from their moves is to take chances in change. When negative changes arise, identify where there is opportunity to make a vertical move at first. You've got to know the market extremely well in order to spot these opportunities—always be listening to clients, partners and other professionals so that you can identify where to seek them out. If you're doing this well, you will find you're seeing things in entirely different niches or even industries than the one you've been in.
Next, tie the services you offer to larger trends in your clients' concerns.
Barbara has told me that "sometimes you've got to just do what's right and figure out how to get paid later." She lives by a virtue to never hold back when she sees a need for something that she can help people with, or can partner with others to offer so that she's ahead of the curve in providing a wider array of services that differentiate her firm.
This kind of approach to growing our businesses is critical to success. It is both highly reactive, and highly proactive. It's reactive in the sense that we're taking what we hear from our existing clients and working toward a solution for their needs. It's proactive because we're identifying trends in what those clients are telling us and developing new strategic partnerships, products and services that separate our businesses from others in the market.
For example, if a client company of yours is going through retirement plan changes and is concerned that participation may suffer, think about how you can educate participants about how to manage the change and make the best decisions for their individual circumstances. This is a better approach than hosting 'one size fits all' workshops, because these simply don't resonate with employees who are in their early 30s and employees nearing retirement in the same way. Then, once you've had a success with one client, you can proactively scale your services across all of your clients and continue to innovate =on existing products and develop new products based on their feedback and market demand.
When you're able to identify your clients' needs both proactively and reactively, you're able to see things from a wider scope than just in how you work with them. If you tie your work with them to bigger issues that they are concerned with, you can establish yourself as the whole package solution to their needs—something growing increasingly important among plan sponsors as they continue to face a host of concerns around ERISA requirements and plan changes.
It's true we may not all be built for the level of risk taking required to do what Barbara has done, but we all can revolutionize our businesses if we're able to understand how to overcome unnecessary risk aversion that holds us back from success.
Read more profiles of Successful Retirement Plan Advisors by Liz Davidson of Financial Finesse.


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Service & Parts
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HIGHLIGHTS: MOONROOF, AWD, HEATED SEATS, REAR CAMERA, FOG LAMPS, BLUETOOTH, REMOTE ENTRY & 31.0 MPG highway rated! Plus free car washes for life That's a $1,499 value or more! Contact us to see if you qualify for additional savings! Don't just shop for a new Honda Get a Performance Honda!
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On Saturday (30th July) from 12 noon to 2pm, there will be a consultation organised by VGERTA (Vauxhall Gardens Estate Residents and Tenants Association) held at the Carmelita Centre (corner of Vauxhall Walk and Jonathan Street) on the future of the Glasshouse Walk Playground.
Visitors will be presented with three options for the future of the playground after two sets of community consultation. They're also offering cake...The playground campaign has been the result of months of hard work on the part of VGERTA, and I'd urge local residents to attend and look at the options for the future of the playground.
In addition, VGERTA have produced a video that you can watch showing the playground in its somewhat dilapidated state and in case you're not sure of the exact location. I'm hoping this is the "before" representation and that the residents will soon be able to produce an "after" offering too:


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Skip Hire Bishop Middleham from YourLocalSkipHire.co.uk
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Make sure you're hiring the skip that meets your requirements by checking our sizing guide before requesting a quote. As a rule of thumb, a home clearance will need a six yard skip, while larger projects will need a skip with a larger capacity.
Our hassle free booking system will provide you with a free no-obligation skip hire quote quickly and easily. Just call 0330 1130 700, or fill out your postcode in the box above. We'll get your quote to you as soon as possible. It really is that easy!